培养包容性:利用基于模拟的方法减轻权重偏差的试点研究

IF 3.4 3区 医学 Q1 NURSING
Tracy L. Oliver PhD, RDN, LDN , Gail E. Furman PhD, RN, CHSE-A , Rebecca Shenkman MPH, RDN, LDN , Lisa K. Diewald MS, RDN, LDN , Margaret Brace PhD , Bette Mariani PhD, RN, ANEF, FAAN
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引用次数: 0

摘要

背景本研究旨在探索减少体重偏差(WBR)干预措施的效果,包括与肥胖症标准化参与者(SP)进行模拟体验(SBE),以减少执业护士(NP)学生的体重偏差。每节 SBE 课程都配有互动式 WBR 干预和有意义学习汇报(DML)环节,重点是提高对医疗保健中体重偏见的认识、使用人际语言、培养与动机访谈和共同决策相关的沟通技巧和互动对话。学生们在干预前后填写了对肥胖者的态度(ATOP)、对肥胖者的看法(BAOP)和护士对肥胖患者的态度量表(NATOPS)问卷。在干预前和干预后,使用自我效能量表(SE-12)和 SEGUE 框架对临床沟通技能进行了评估。结果 从干预前到干预后 9 个月,ATOP、BAOP 和 NATOOPS 的得分均有所提高,但未达到统计学意义的临界值。SE-12从基线(M = 73.9,SE = 5.2)到干预后(M = 88.6,SE = 4.5,p = .045)出现了统计学意义上的显著增长,表明学生对沟通技巧的自我评价有所提高。结论尽管没有取得统计学意义上的显著提高,但NP学生在驾驭体重相关对话方面的自我效能有所提高,这表明将WBR干预作为NP课程的一部分是可行的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cultivating Inclusivity: A Pilot Study Utilizing Simulation-Based Approaches for Weight Bias Mitigation

Background

The purpose of this study was to explore the efficacy of a weight bias reduction (WBR) intervention, including simulation-based experiences (SBEs) with standardized participants (SP) living with obesity, to reduce weight bias in nurse practitioner (NP) students.

Methods

NP students (n = 18) participated in three SBEs over the course of three academic semesters. Each SBE session was accompanied by an interactive WBR intervention and debriefing for meaningful learning (DML) segment, which focused on increasing awareness of weight bias in healthcare, using person first language, and fostering communication skills and interactive dialogue related to motivational interviewing and shared-decision making. Students completed the attitudes towards obese persons (ATOP), beliefs about obese persons (BAOP), and Nurses Attitudes Towards Obese and Obese Patients Scale (NATOOPS) questionnaires, pre- and post-intervention. Clinical communication skills were assessed using the self-efficacy scale (SE-12) and the SEGUE Framework, pre- and post-intervention.

Results

ATOP, BAOP, and NATOOPS scores all improved from pre-intervention and nine months post-intervention; however, they did not meet the threshold for statistical significance. The SE-12 showed a statistically significant increase from baseline (M = 73.9, SE = 5.2) to post-intervention (M = 88.6, SE = 4.5, p = .045), indicating improvements in students’ self-evaluation of communication skills.

Conclusions

Despite not achieving statistically significant improvements, NP students achieved increased self-efficacy in navigating weight-related conversations, suggesting the inclusion of WBR interventions as part of the NP curriculum.

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来源期刊
CiteScore
5.50
自引率
15.40%
发文量
107
期刊介绍: Clinical Simulation in Nursing is an international, peer reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation & Learning (INACSL) and reflects its mission to advance the science of healthcare simulation. We will review and accept articles from other health provider disciplines, if they are determined to be of interest to our readership. The journal accepts manuscripts meeting one or more of the following criteria: Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation Innovative teaching/learning strategies using simulation Articles updating guidelines, regulations, and legislative policies that impact simulation Leadership for simulation Simulation operations Clinical and academic uses of simulation.
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